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't given the get in the way and don't get in trouble. one day i heard about rosa parks when i was 15 years old in the tenth grade. i heard about martin luther king jr. and i met rosa parks in 1957 when i was 17. i met dr. king for next year in 1958 at the age of 18. my folks kept saying to me don't get in trouble, don't get in the way that rosa mart parks and martin luther king jr. inspired me to find a way to get in the way. i was so inspired that in 1956 at the age of 16 with some of my brothers and sisters and cousins we went down to the public library in the town of true alabama trying to get a library card, trying to check out some books. we went to the library that was for whites only and not for. i never went back to that library until july 5, 19 -- and the book walking with the wind. [applause] and hundreds of lack and white citizens came. we had a wonderful program, food something to drink. at the end of the program they gave me a library card. it says something about the common purpose. some of you in my little book walk with the wind i just try to tell the story. i was deeply in
looked at what happened in 1954 with rosa parks we came back. huey was in law school too and i looked at that and said wait a minute. do you know what this is about? they are racist legislators that made racist laws. we had to move to the back of the bus and if you're at the back of the bus and white folks command and want to sit down you have to get up and give that white person your seat. you have to read leon higginbotham. he was a federal justice in philadelphia. he would save prolific writer on civil rights has was connected with the loss. his latest book was shadows of freedom. but he articulates and shows you a history of how laws are made in the country not only the federal level but the state level etc. based on the precepts of white supremacy connected with another precept they had the black inferiority. do you see how the laws are start should? in that context you can see the laws being that own and the structure, the very structure of racism in america. and all the discriminatory and racist practice etc., that is what it was about. so here we are a new organization popping
with the poor children. now, margaret rosa, in a report by the center for american progress, which i think can be fairly described as a progressive think tank, says this. "the difference in actual school expenditures are often substantial because teachers' salaries are based on their experience and credits or degrees earned and because high-poverty schools have many more less experienced, lower-paid teachers and much more turnover than low-poverty schools." that's marguerite rosa explaining this problem in a report by the center for american progress. she goes on to say, "in baltimore, for example, when teachers at wog school in a high-poverty neighborhood were paid an average of $37,618, at another school in the same district the average teacher's salary was $57,000. assuming the same number of schoolteachers in each school, , the difference in dollars is $387,640 in each school." that's a lot of money per school. so under federal formula, that's considered -- quote -- "comparable" or fair so that the poor school is essentially stuck with newer, less expert teachers. this is a system designed
important. my analysis and huey's analysis, when we look at what happened in 1954 with rosa parks, huey's in law school too, and i'm looking at that and saying, wait a minute, you know what this is about? there are some racist legislators who made racist laws who said we had to get up and move to the back of the bus, you had to get up and give that white person that seat. but you have to read leon higgingbotham, a federal court justice in philadelphia. his latest book was shad coes of free come. -- shadows of freedom. but he articulates and shows you a history of how laws are made in the country based on the precept of white supremacy, connected with another precept they had of black inferiority. this is how the laws are structured. and in that context you can see the laws being the backbone and the structure, the very structure of institutionalized racism in america. and all its discriminatory and racist practices, etc., that's what it was about. so here we are, a new organization popping on the scene with this kind of analysis looking at this stuff. of and i'm telling huey -- huey sai
. that's agreed upon by both the left and the right. for example, marguerite rosa writing for the center for american progress says that the difference between school expenditures is often substantial and she pointed out that the money goes to schools where teachers are paid more but the children aren't necessarily the poor children. and so the poorer children, the ones we intend to help, are left in schools with less money. sometimes the money can add up to quite a bit. the same analysis is then found by the forwardham foundation, i would say that's a center-right organization because of the federal formula we use. so --. the presiding officer: the senator's time has expired. mr. alexander: let the money follow the child to the school, whether it's public or private and i thank the president and i yield the floor. the presiding officer: the senator from washington. mrs. murray: yield our time to the senator from iowa. mr. harkin: the way this amendment is drafted the money from title 1 could then go to private schools. that's the first thing. secondly, we've tried this. the district of
Search Results 0 to 4 of about 5